Lesson 13 - Structuring the Lesson Plan

DepEd Policy Guidelines

The Department of Education released DO 42 s. 2016 to set Policy Guidelines on Daily Lesson
Preparation for the K to 12 Basic Education Program. It affirms the role of the K to 12 teacher as a facilitator
of learning. Preparing for lessons through the Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) and
provides teachers with an opportunity for reflection on what learners need to learn, how learners learn, and
how best to facilitate the learning process.

Who are required to prepare a DLL/DLP? DO 42 s. 2016 provides that teachers with at least one
(1) year of teaching experience, including teachers with private school and higher education institution (HEI)
teaching experience, shall not be required to make a Detailed Lesson Plan (DLP). In addition, teachers who
have been in the service for at least one (1) year, handling learning areas with available Learner Materials (LMs)
and Teaching Guides (TGs) provided by the Department shall not be required to prepare a DLP. Instead, they
shall be required to fill out a weekly Daily Lesson Log (DLL). Teachers are allowed to work together in
preparing DLPs and DLLs. Seasoned or veteran teachers shall also mentor new or novice teachers in the
preparation of DLPs and DLLs.

On the other hand, newly-hired teachers without professional teaching experience shall be required to
prepare a daily Detailed Lesson Plan (DLP) for a year. Applicant teachers as well as teachers in the service
including Master Teachers who will conduct demonstration teaching shall be required to prepare a DLP. Newly-
hired teachers who earned a rating of “Very Satisfactory” or “Outstanding” in the Results-based Performance
Management System (RPMS) in a year shall no longer be required to prepare DLPs, while newly-hired teachers
who earned a rating of “Satisfactory” shall still be required to prepare DLPs until such time that their RPMS
assessment has improved. However, when new content is integrated into the curriculum, all teachers are
required to write a detailed lesson plan for that content or subject matter.

Features of the K to 12 curriculum to be emphasized in the lesson plan. In preparing daily lessons,
teachers are encouraged to emphasize the features of the K to 12 curriculum that are learner-centered, namely:

Spiral Progression - It means that students learn concepts while young and learn the same concepts
repeatedly at a higher degree of complexity as they move from one grade level to another

Constructivism - Learners are active constructors of knowledge. In planning lessons, teachers should
provide learners with opportunities to organize or re-organize their thinking and construct knowledge that is
meaningful to them.

Differentiated Instruction - All K to 12 teachers are encouraged to differentiate their teaching in order to
help different kinds of learners meet the outcomes expected in each lesson. Differentiation or differentiated
instruction means providing learning options in the classroom so that learners of varying interests, abilities, and
needs are able to take in the same content appropriate to their needs.

Contextualization - The K to 12 Curriculum is learner-centered, inclusive, and developmentally

appropriate, relevant, responsive, research-based, culture-sensitive, contextualized, global, and flexible enough
to allow schools to localize, indigenize, and enhance the same based on their respective educational and social
contexts. K to 12 teachers are allowed to use contextualization strategies in their lessons.
 Information Communication Technology (ICT) Integration - ICTs are basically information-handling tools that
are used to produce, store, process, distribute, and exchange information. ICT integration in teaching and
learning involves all activities and processes with the use of technology that will help promote learning and
enhance the abilities and skills of both learners and teachers. With the availability of ICTs in schools, teachers
can integrate technology in the planning, delivery, and assessment of instruction. In addition, it is believed
that the use of computers can speed up the preparation of daily lessons. Lesson plans may be computerized or
handwritten. Schools may also use ICTs to store the lessons that their teachers prepare.

Teachers can also integrate the use of technology into different parts of a lesson. Various instructional
strategies and methods can be delivered using ICT equipment, peripherals, and applications. Teachers can plan
learning opportunities that allow learners to access, organize and process information; create and develop
products; communicate and collaborate with others using ICTs. Use of ICTs in lessons is also one way of
differentiating instruction inside the K to 12 classroom.

Giving of assignment - Providing assignment or “homework” is a form of post-lesson formative

assessment. The assignment should be related to the day’s lesson. The assignment should allow learners to
master what was learned during the lesson or reinforce what has been taught. Teachers must check assignments
promptly. The giving of assignments is optional and should follow the provisions of DepEd Memorandum
No. 329, s. 2010 entitled Guidelines on Giving Homework or Assignments to All Public Elementary School
Pupils. Giving of assignments shall also be optional in all other grade levels.

Structuring the Types of Lesson Plan

As directed, there are two types of lesson plans used by teachers: the daily lesson log and the daily
lesson plan.

Daily Lesson Log. A daily lesson log is a template teachers use to log parts of their daily lesson. It
covers a day’s or week’s work of lessons (See Samples A and B). It has six major elements (DepEd, 2016):

I. Objectives: It states what the teacher intends to teach as a guide for instruction and
assessment.

A. Content Standard refers to the learning area- based facts, concepts, and procedures that students
need to learn.

B. Performance Standard refers to the student’s performance of tasks based on the content that the
he/she knew and understood.

C. Learning Competencies pertain to the knowledge, skills and attitudes (KSA) that students need
to demonstrate in a lesson. The competency codes are logged in this part of the DLL.

II. Content: The topic or subject matter pertain to the particular content that the lesson
focuses on.

III. Learning Resources: These are the references and other resources that the teacher
will use for the lesson. It includes the particular pages of the LM, TG, textbook and the
additional materials from the LRMDS portal. Those that are teacher-made, authentic,
 and others not included in the references. Resources can also include the supplies,
equipment, tools and other non-print materials.

A. References
1. Teacher’s Guides (TG) page
2. Learner’s Materials (LM) page
3. Textbook page
4. Additional Materials from Learning Resources (LRMDS) portal
B. Other Learning Resources

IV. Procedures: Ten parts comprise this section, namely:

A. Reviewing previous lesson/s or presenting new lesson.

B. Establishing a purpose for the lesson will motivate the student to learn the new
lesson.
C. Presenting examples/instances of the additional content and competencies.
This is also where the concepts are clarified.
D. Discussing new concepts leads to the first formative assessment. If the students
have understood the lesson, the teacher proceed to deepening the lesson. If not, then reteach.
E. Continuation of the discussion of new concepts leading to the second formative assessment that
deepens the lesson. The teacher can use pair, group, and team work to help students discuss the
lesson among themselves.
F. Developing mastery, which leads to the third formative assessment can be done through more
individual activities. The teacher can add activities as needed until formative assessment shows
that the students are confident in their knowledge and competencies.
G. Finding practical applications of concepts and skills in daily living which can develop
appreciation and valuing for students’ learning by bridging the lesson to daily living. This will
also establish relevance in the lesson.
H. Making generalizations and abstractions about the lesson will conclude the
lesson by asking students good (HOTS) questions that will help them crystallize their learning.
I. Evaluating learning is a way of assessing the students and whether the learning
objectives have been met.
J. Additional activities for application or remediation will be based on the formative assessments
and will provide students with enrichment or remedial activities. The teacher should provide
extra time for additional teaching activities to students demonstrating that they have difficulties
with the lesson.

Though these are the suggested procedures, flexibility is allowed in the delivery of DLL procedures.
Teachers do not need to go through all 10 parts in every lesson. Teachers need to ensure that the procedures
of the lesson lead to the achievement of the stated objectives. These ten parts should be done across the week.
V. Remarks: This is part of the DLL in which teachers shall indicate special cases including but not limited to
continuation of lesson plan to the following day in case of re-teaching or lack of time, transfer of lesson
to the following day in cases of class suspension, etc.
VI. Reflection: It requires teachers to reflect and assess their effectiveness. In this part, the teacher should
make notes on the number of students who earned 80% in the evaluation, the number of students who
require additional activities for remediation and those who continue to require remediation, the
effectiveness of the remedial lesson, the teaching strategies or methods that worked well and why, and
 the difficulties teachers encountered that their principal or supervisor can help solve. The sets of
information under this section include the following:

A. Number of learners who earned 80% in the summative evaluation

B. Number of learners who require additional activities by remediation
C. Did the remedial lessons worked? No. of learners who have caught up with the lessons
C. Number of learners who continue to require remediation
D. Which of my teaching strategies worked well? Why did these work?
F. What difficulties did I encounter which my principal or superior can help me solve?
G. What innovation or localized materials did I use/discover which I wish to share with other
teachers?

Daily Lesson Plan. The second type of lesson plan is daily lesson plan (DLP), defined as “teacher’s
roadmap to the lesson. It contains a description of the steps a teacher will take to teach a particular lesson. DO
42 s. 2016 spells out the parts of the DLP, namely: Objectives, Content, Learning Resources, Procedures,
Remarks and Reflection.

I. Objectives (Layunin): As mentioned above, the lesson plan objectives are statements that describe the
expected learning outcomes of the learners at the end of the lesson (Review Lesson 1 of this Unit). The
objectives specify what students need to learn and thereby guide learners in carrying out the lesson’s activities.
They also direct the teacher in selecting the appropriate learning resources and methods to use in teaching. The
lesson plan objectives should also be the bases for assessing student learning before, during, and after the lesson.
Lesson plan objectives should be aligned with curriculum standards and must be stated in terms of what learners
can/will be able to do at the end of the lesson.

II. Content (Nilalaman): This pertains to the subject matter or the specific content that the lesson aims
to teach. In the Curriculum Guide, a particular topic can be tackled in a week or two.

III. Learning Resources (Mga Kagamitan): This is a list of resources that a teacher uses to deliver the lesson.
These include the references used and the other resources needed for the different lesson activities. As stated
earlier, the references a teacher may use include the TG, LM, textbook, and resources found in the DepEd
Tambayan portal used for the lesson. The other resources include those described in the DLL.

IV. Procedures (Pamamaraan): The procedure details the steps and activities the teachers and learners
will do during the lesson towards achievement of the lesson’s objectives (Review Lesson 2 of this Unit). The
procedure describes the learning experiences that learners will go through in understanding and mastering the
lesson’s content. Teachers may utilize procedures that are generally recognized and accepted in their field of
specialization. The procedure will also depend on the abovementioned instructional strategies and methods
that a teacher will use to teach the lesson. Flexibility is encouraged in the implementation of the DLP procedure.
Changes in the procedure are allowed based on time constraints or when adjustments in teaching are needed
to ensure learners’ understanding.

Integrated into a DLP are assessment methods used by the teacher to regularly check understanding
of the material being tackled. Formative assessment of student learning may be done before, during, and after
a lesson and should be carried out to measure attainment of the lesson objectives. Providing assignment or
“homework” is a form of post-lesson formative assessment. The assignment should be related to the day’s
lesson. The assignment should allow learners to master what was learned during the lesson or reinforce what
has been taught. Teachers must check assignments promptly. The giving of assignments is optional and should
follow the provisions of DepEd Memorandum No. 329, s. 2010 entitled Guidelines on Giving Homework or
Assignments to All Public Elementary School Pupils. Giving of assignments shall also be optional in all other grade
levels.

Remarks (Mga Tala): This is the part of the DLP in which teachers shall document specific instances
that result in continuation of lessons to the following day in case of re-teaching, insufficient time, transfer of
lessons to the following day as a result of class suspension, etc. Sample remarks by teachers are: Continuation
due to disruption of classes, No classes, etc.

Reflection (Pagninilay). This part of the DLP should be filled-out right after delivery of the lesson.
Teachers are encouraged to think about their lessons particularly the parts that went well and the parts that
were weak and write about it briefly. In the reflection, teachers can share their thoughts and feelings about
their lessons including things about the lesson that were successfully implemented, need improvement, or could
be adjusted in the future. As in the DLL, teachers can also talk about their learners who did well in the lesson
and who need help. Examples of reflections include the following:

Which of my teaching strategies worked well? Why did these work?

 Group work among my students’ works well because I see them all engaged in the activity.
 Collaboration is evident and effective during the delivery of my lesson. The students are seen to be
very cooperative in learning process.
 Giving students more time to explore and discover the task given allows them to make their
presentations nice and effective. It teaches them to think of a great presentation.
 Allowing students to think of their own strategies on how to present the activity shows their
thorough understanding of the lesson and enhances their creativity. Yet guidance of the teacher is
very much required.
 Pangkatang Gawain ng mga mag-aaral ay mabisa dahil sa nakita ko sila ay abalang nakikiisa sa
Gawain.
 Kolaborasyon / Pagtutulungan ay mabisa at nakikita sa paghahatid ng aralin. Nakikita sa mag-aaral
ang pakikiisa sa proseso ng pagkatuto.
 Sanhi at Bunga ( cause & Effect) – mabisang estratehiya sa paglinang ng kanilang kakayahan sa
pangangatwiran batay sa paksa.

What difficulties did I encounter which my principal or supervisor can help me solve?
 I encountered difficulty in the use of localized Instructional Materials (IMs)for my class, sometimes
the availability is an issue.
 Classroom Structuring is difficult for me. I need proper guidance from an Instructional leader like my
School Head.
 Students Attitude during the class is seen as a problem. Dealing with pupils/students in this class is a
challenge.
 Ang suliraning aking naranasan ay kakulangan sa makabagong kagamitang Pampagtuturo ( IM’s).
 Nahirapan sa Classroom Structuring. Nangangailangan ako ng tamang gabay mula sa nakakataas.
 Isa sa mga problemang aking nakikita ay ang pag-uugali ng mga mag-aaral. Hamon sa akin kung
paano pakikitunguhan ang mga mag-aaral na ito.

What innovation or localized materials did I use/discover which I wish to share with other teachers?
 I find a localized video showing activity a very interesting and effective material for my class.
 Making use of the big books with photos of the community and the school excites my
pupils/students as I teach them.
  I am already looking at the bananas planted in front of our building to be used for my weaving
activity in Contemporary Arts in the region.
 Ang Video Showing /Film Showing ay gawaing nakikita ko na makapukaw sa kawilihan ng mga mag-
aaral sa klase.
 Ang paggamit ng Big Book na may larawan sa komunidad at paaralang nakabigay-sigla sa mga mag-
aaral sa aking pagtuturo.
 Metodong Mirror Me / Literary in situation – Higit na makatulong ang metodong ito sa
pagpapahalaga at pag-unawa lalo na sa mga akdang pampanitikan. Nabibigyan ng pagkakataon ang
mag-aaral na mapahalagahan ang mga sarili /personal na karanasan na nakikitaan ng kaugnayan sa
mga paksang tinalakay sa klase.

Types of daily lesson plans. The DLP could be detailed, semi-detailed or brief. A Detailed Lesson
Plan provides mastery of what to teach, and gives the teacher the confidence when teaching. In Part III
(Procedures) of the lesson plan, the teacher writes down all the questions he/she is going to ask under the
column Teacher Activity, and the expected answers from the learners under the column Learners’ Activity. In
planning the detailed lesson plan, the teacher tries to visualize how the learners will react, what difficulties they
are likely to encounter, and how they may be guided to achieve desired results

III. Procedures Teacher’s Activity Learners’ Activity

A. Motivation
Who among you have gone to the In cooperative groups of 4,
zoo? Tell us one of your learners discuss and present to
experiences there. class their output

A Semi-detailed Lesson Plan is less intricate than the detailed lesson plan (Sample C). It is a general
game plan of what you wanted to cover for that subject on that particular day. Only the pivot questions and
major activities are presented and described. It omits the column Learners’ Activity.

On the other hand, the Brief Lesson Plan is even shorter than the semi-detailed (Sample D).
Teachers who have taught the same subject for years usually make brief plans. Although the parts of a lesson
plan are present, they do not write them out. It will mainly just give an outline of the lesson plan.

For beginning teachers like you, writing detailed lesson plans serves many reasons: 1) It helps you
master what you teach and gives you confidence thereby; 2) it helps you foresee learner’s reactions and
forewarns you about problems that may arise; 3) it gives your critic teachers a chance to go over what the
student teacher plans to do and to give suggestions or to make corrections and thus prevent mistakes.

Activity 1. In your own words, cite three similarities and differences between a daily lesson log (DLL) and daily
lesson plan (DLP)? Include in your presentation their advantages and disadvantages. (50 words only)

Activity 2. Why are the steps in teaching a lesson so prescribed by DepEd? Is there no way from deviating
from these steps? Explain by citing two arguments. (50 words only)

Activity 3. After teaching the lesson and processing the results of instruction, why is there a need for teachers
to reflect on what happened in the teaching-learning process? Explain briefly two benefits of reflections. (50
words only)

Activity 4. Select one learning objective from your previous outputs in this Unit. Using the information,
determine two (2) Matatag Curriculum features that could be integrated into the teaching-learning activities.
Why are they necessary to be integrated? What result would they bring to the acquisition of learning skills?
Explain briefly.

QUIZ
Set A
Directions: Indicate the specific part of the lesson Procedures (A – J of the DLL) the teacher is planning as
described in the following statements. Write your answer on a separate sheet of paper.
______________1. Who and how many among my learners could answer this question?
______________2. To create interest, I will pose this question to my learners: “Have you
experienced sending mobile messages to the wrong person?”
______________3. To check if the learners understood the rules in transforming Celsius to Fahrenheit unit,
I will ask them to get the body temperature of their classmates and present the results in both units.
______________4. What tasks would be effective to inform me that my learners could
perform the desired competency.
______________5. What local situations are possible to situate my new lesson.

Set B

Directions: Read the instructional planning behaviors of teachers if they are Supportive or Not Supportive to
the guidelines set by DO 42, s. 2016. Write your answer on a separate sheet of paper.

1. Teacher Ana prepares two sets of practices exercises: one for advanced learners and another one for
those needing assistance.
2. Teacher Ruben, a newly hired teacher, presents to the Principal a brief lesson plan for the next day.
3. Teacher Marc Jayden allows learners to use local ingredients for the skills test in next week’s lesson on
Asian cuisine.
4. For fear of receiving complaints from parents, Teacher Rose does not give assignments to her learners.
5. Teacher Myla plans to give a diagnostic test to the learners before teaching the new lesson.
Sample A - DLL Format (A Day’s Lesson)

VIRGINIA
GRADES 1 to 12 School RAMIREZ-CRUZ Grade Level 7
HS
DAILY LESSON HELBERT M.
Teacher Learning Area MAPEH
LOG LEGASPI
Teaching Dates
Jan. 26, 2017 Quarter 4th
and Time

DAY
I. OBJECTIVES
A. Content Standards The learner learned the composed instrumental music.
The learner describes a specific idea or story is communicated
B. Performance Standards
through Philippine traditional musical form.
C. Learning Competencies / Objectives
The learner should understand composed instrumental music.
Write the LC code for each
II. CONTENT MAPEH-7, Music 5-6, COMPOSED INSTRUMENTAL MUSIC
III. LEARNING RESOURCES
A. References MAPEH-7 / MUSIC 3@ 4
1. Teacher’s Guide pages
2. Learner’s Materials pages MAPEH-7 MUSIC pp.31-38
3. Textbook pages
4. Additional Materials from Learning
Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
Who is the composers of Sa Ugoy ng Duyan and Payapang Daigdig?
presenting the new lesson

B. Establishing a purpose for the lesson The learner learned the composed instrumental music.

C. Presenting examples/instances of the

The learner should understand composed instrumental music.
new lesson

D. Discussing new concepts and

practicing new skills Discussion about composed instrumental music
#1
E. Discussing new concepts and
practicing new skills Discussion about the importance of instrumental music.
#2
 F. Developing Mastery Illustrates how the different elements of music are combined in
(Leads to Formative Assessment 3) creating Philippine Traditional musical forms.
G. Finding practical applications of
concepts and Performs example of early Philippine music, alone and with others.
skills in daily living
H. Making generalizations and
The instrumental music is show their artistry and techniques in
abstractions about
music.
the lesson

I. Evaluating Learning Who is the composers of Malikmata?

J. Additional activities for application or

What is awareness and quest for a national identity?
remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught
up with the lesson.
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these
work?
F. What difficulties did I encounter which
my principal or supervisor
can help me solve?
G. What innovation or localized materials
did I use/discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted by:

HELBERT M. LEGASPI JOSEPHINE R. SUAREZ EMELITA F. DE JESUS

Teacher I Head Teacher Principal II
Sample B - Day’s Lesson (Filipino Terms)

VIRGINIA
RAMIREZ-CRUZ Grade 7
GRADES 1 to 12 School HS Level
JENROE L. Learning FILIPINO
DAILY LESSON LOG Teacher MANLAPAZ Area
Teaching Dates and Time Peb 24 (7N, H M) Quarter 4th
Pagpapatuloy

ARAW
I. LAYUNIN
Naipamamalas ng mga mag-aaral ang pag-unawa sa Ibong
A. Pamantayang Pangnilalaman
Adarna bilang isang obra maestra sa Panitikang Pilipino.
Nasasagot ng wasto ang mga tanong na inihanda [para sa
B. Pamantayan sa Pagganap isang maikling pagsusulit.
C. Mga Kasanayan sa Pagkatuto
Isulat ang code ng bawat kasanayan
Nang maging mendiola ko ang Internet dahil kay
II. NILALAMAN
mama
III. KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng Guro 220-222
2. Mga pahina sa Kagamitang Pang-Mag-aaral 117
3. Mga pahina sa Teksbuk
4. Karagdagang Kagamitan mula sa portal ng
Learning Resources
B. Iba pang kagamitang panturo Kopya ng Akda
IV. PAMAMARAAN
A. Balik-aral sa nakaraang aralin at/o pagsisimula Babalikanang mga tanong na sinagot tungkol sa akdang
ng bagong binasa.
aralin

B. Paghahabi sa layunin ng aralin Hihimuin ang mga mag-aaral na unawaing mabuti ang mga
panuto.
C. Pag-uugnay ng mga halimbawa sa bagong
aralin
D. Pagtalakay ng bagong konsepto at paglalahad Babasahin ng guro ang panuto sa mga mag-aaral.
ng bagong
kasanayan #1
E. Pagtalakay ng bagong konsepto at paglalahad
ng bagong
kasanayan #2
F. Paglinang ng Kabihasaan
(Tungo sa Formative Assessment)

G. Paglalapat ng aralin sa pang-araw-araw na

buhay Hindi masamang sabihin ang mga saloobin lalo kung ito'y
ikabubuti ng iba.

H. Paglalahat ng aralin Ang internet ay ay isang sistemang ginagamit ng buong

mundo upang pagkonektahin ang mga kompyuter.

I. Pagtataya ng aralin
Sagutin ang mga tanong na inihanda para sa isang pagsusulit.
J. Karagdagang Gawain para sa takdang- aralin at
remediation
Kumuha ng kopya ng kantang Hari ng tondo.
V. MGA TALA
VI. PAGNINILAY
A. Bilang ng mag-aaral na nakakuha ng 80%
sa pagtataya
B. Bilang ng mag-aaral na nangangailangan
ng iba pang Gawain para sa
remediation
C. Nakatulong ba ang remedial? Bilang ng
mga mag-aaral na nakaunawa sa
aralin
D. Bilang ng mga mag-aaral na
magpapatuloy sa remediation?
E. Alin sa mga istratehiyang pagtuturo ang
nakatulong ng lubos? Paano ito
nakatulong?
F. Anong suliranin ang aking naranasan na
nasolusyunan sa tulong ng aking
punungguro at superbisor?
G. Anong kagamitang panturo ang aking
nadibuho na nais kong ibahagi sa mga
kapwa ko guro?

Prepared by: Checked by;

JENROE L. MANLAPAZ JOSEPHINE SUAREZ EMELITA F. DE JESUS
Teacher I HEAD TEACHER
PRINCIPAL II
Sample C - Semi-Detailed Daily Lesson Plan

MATHEMATICS V

I. Objective:
 Multiply mixed form by a fraction

Value: Value of wise buying and choosing the right kind of food

II. Learning Content

Multiplying Mixed Form by a Fraction

References: BEC-PELC II D1.3.3

Enfolding Mathematics V
Materials: flashcards, activity cards, coin, number card

III. Learning Experiences:

A. Preparatory Activities:
1. Drill on Multiplication Facts:
8x9= 9x5= 3x7 = 10 x 13 = 42 x 8 =

Drill on Changing Mixed Forms to Improper Fraction:

Give the improper fraction of the following: (using flashcards)
7 2/3 8 5/6 30 2/5 36 2/3 24 1/5

2. Review:
Review on Multiplication of Fractions
1/8 x ¼ = ½ x 1/3 = 2/5 x 2/8 = 2/5 x ½ = 3/5 x 2/3 =

B. Developmental Activities:
1. Presentation:
Strategy 1 : Use a problem opener with pictorials.
Sample: Show pictures of different foods items like fruits, candies, junk food etc.
Problem:
Mother bought 1 ¾ kg of mangoes. Elsa ate 1/5 of this for recess and lunch. How
many kilograms of mangoes were eaten by Elsa?
1. Ask the following questions:
a. What are we asked to find?
b. What are the given facts?
c. How do we solve the problem?
What operation do we used to solve the problem?
d. How do we translate the expression 1/5 of 1 ¾ = N into a mathematical equation?
What operation do we use in place of the preposition of?
e. What shall we do with 1 ¾ first to be able to solve the problem?
f. How do we rename 1 ¾ into fraction?
2. Ask 5 volunteers pupils to solve and explain on the board, one by one.
3. What kind of food should we buy and eat for our body?

2. Practice Exercises:
Performed an indicated:
1. 5 ½ x 2/3 = 2. 2/5 x 6 ½ = 3. 3 4/5 x 2/7 =
 3. Generalization:
When multiplying a mixed form and a fraction, rename the first mixed form into an improper
fraction. Then, multiply the improper fractions with the given fraction. Always express the answer
in simplest form

IV. Evaluation:
Find the products. Use cancellations if possible so that the answer is expressed in lowest terms.
1. 4/10 x 1 ½ =
2. 1 3/5 x ¾ =
3. 1/7 x 1 ¾ =
4. 1 1/5 x 3/5 =
5. 3 2/7 x ½ =

V. Assignment
Answer what is asked for the following:
1. If you multiply 5/6 and 3 4/5, what will you get? _________
2. Find the value of N in the equation N = 4/7 x 6 3/5.
3. the product of 5/8 and 4 5/6 is what number? ________
4. I f2/9 and 1 5/8 are multiplied together, the product is ________.
5. What is the product of 2/3 x 1/5 x 4 2/5?

Sample D – Brief Lesson Plan

I. To be able to write 3 or 4digit numerals. Change numbers in words to figures, and explain their values.

Il. Place value and expanded notation.

III. Board exercises, sticks. '

lV. A. I. Tell how many tens and ones are in: 27, 58, 90, 45, 73.
Expand and tell the meaning of: 45, 33, 19, 63, 56. .

2. Write the numeral which means: 6l0’s and 7l’s

810’s and 21’s

510’s and 31’s
7 10’s and 61's
6 10’s and 91’s '

B. Present concretely, using sticks:

9 tens and 9 ones. Add 1 to 9 ones. 10 tens = 100. First digit stands for hundred’s place.

C. Change numerals in words to numbers. Interpret these digit numerals as to number of hundreds;
tens, and ones.